STUDENT LEARNING

STUDENT ENGAGEMENT AND WELLBEING

STUDENT PATHWAYS AND TRANSITION

GOALS

To improve student achievement in

English and Mathematics.

Develop Students’ knowledge, skills and behaviours in using the interdisciplinary skills of :

·         Communication.

·         Design, Creativity and Technology.

·         Information and Communication Technology.

·         Thinking.

Develop Students’ knowledge, skills and behaviours in:

·         Interpersonal Development.

·         Personal Learning.

Develop a whole school transition program from one stage to the next to improve student learning opportunities.

TARGETS

These targets are to be achieved  over the life of the Strategic Plan

To increase the proportion of students assessed by teachers as “above” and “well above” expected VELS standard in Number in Years 2, 4 & 6.

To increase the proportion of students achieving “above” and “well above” the expected VELS standard in Number in the AIM assessment.

To increase the proportion of students assessed by teachers as “above” and “well above” expected VELS standards in Speaking and Listening across the school.

To increase the proportion of students assessed by teachers as “above” and “well above” expected VELS standard in Writing across the school.

Benchmark data goals  for Prep -2 Reading:

The targets will be adjusted annually after the completion of benchmarking.

PREP:

92% of students achieving at 90% or above at level 1

75% of students achieving at 90% or above at level 5

GRADE 1:

100% of students achieving at 90% or above at level 5

80% of students achieving at 90% or above at level 15

GRADE 2 :

100% of students achieving at 90% or above at level 5

95% of students achieving at 90% or above at level 15

90% of students achieving at 90% or above at level 20

80% of students achieving at 90% or above at level 25

Establish school based performance data in Reading Comprehension from Years 3 – 6 to develop school improvement targets.

At levels 3 & 4, 75% of students achieving at or above the VELS standards in Information and Communication Technology.

In the Students Attitude to School Survey –“Teachers and Teaching”, achieve consistent results above 50 % with a particular focus on “High Expectations” and “Fairness and Firmness.”

To continue the improvement in the Attitudes to School Survey – “Motivation to Learn” & “Connectedness to School” to increase the percentage rank scores to be at or above 75 %.

To increase the proportion of students assessed by teachers achieving “above” and “well above” the expected VELS standard for interpersonal and personal skills as outlined in VELS.

To show an increase in the proportion of students’ percentile ranking in the Student Attitude to School Survey in the areas of “Connectedness to School”, “Connectedness to Teachers” and “Student Safety” variables.

KEY IMPROVEMENT STRATEGIES

Align the curriculum with the requirements of the Victorian Essential Learning Standards including:

 - Development of a whole school Scope and Sequence chart for English and Mathematics

 - Development of programs and practices to support the development of students’ listening, speaking and writing skills

 - Developing a whole school approach to Reading Comprehension through a  whole school comprehension policy and   program

 - Ensuring that teaching and learning policy and practices in Mathematics and English are coordinated on a whole school basis.

Developing teaching and learning practices through a strong focus on the domains of the Interdisciplinary and Physical, Personal and Social Learning Strands

Development of consistent approaches across the school in making judgements in student achievement by :

-         Utilising available data to inform program development (assessment for learning).

-         Consistency in moderation processes across the school.

-         Reviewing whole school assessment schedule.

Improved transition program with a focus on :

         - Students entering school.

    - Transition between subschools and student transition into Secondary College.

    - Inducting new parents and new students across the school.

Enhancement of teacher practice through a whole school focus on the implementation of the School’s Performance and Development Culture.

CHARACTERISTICS OF AN EFFECTIVE SCHOOL

Shared Vision and Goals.

·        Align school structures, practices and resources with the School Strategic Plan.

A focus on Teaching and Learning.

·         Alignment of curriculum with the requirements of the Victorian Essential Learning Standards including developing a Scope and Sequence for each domain.

·         A whole school focus on Reading Comprehension and comprehension teaching strategies incorporating the three level guide : literal, inferential and analytical.

·         Implement a whole school oral language program.

·         Development of the programs and practices to support the development of students’ listening, speaking and writing skills.

·         Implement the PoLT program and reflection on the Principles of Learning and Teaching.

·         Ensure that learning and teaching policy and practice in Mathematics is coordinated on a whole school basis.

·         Teaching sequential numeracy skills from P – 6 .

·         Embedding of the Early Years Numeracy practices across Years P-4.

·         Use the Middle Years Numeracy Program as a basis for further developing the approaches to the learning and teaching of mathematics in Years 5-6.

·         Building on the success of the specialist program in ICT, to ensure that all teachers have the skills and knowledge to use in ICT in classroom programs.

·         Teaching critical thinking skills in students in line with the Innovations and Excellence Cluster Scope and Sequence matrix.

Purposeful Teaching

·         Use of the performance and development culture approach to support purposeful teaching.

·         Provide teachers with the opportunity to reflect on how students learn and improve their own performance as teachers.

·         Access funding through the Teacher Professional Leave program so that designated teachers can look at practices at other schools and have the time to identify “best practice”

·         Develop a whole school professional development plan to link to individual needs, school priorities and improved student learning.

High expectations for the Learning of all Students.

·         Maintain the momentum of engagement and matching students to task/text, providing Individual Learning Improvement Plans to specify learning goals.

·         A stronger focus on the educational needs of students who are achieving below expected VELS standards.

·         A stronger focus on the educational needs of students who are achieving above expected VELS standards.

Professional Leadership.

·         A whole school focus on the implementation of the School’s Performance and Development Culture.

·         Leadership development at all levels to enable key people to provide essential leadership, particularly in the context of effective sub schools. Ongoing balance of staff at each subschool

Learning Communities.

·         Develop greater family connectedness with the school.

·         Adopting Best practice in creating a positive learning environment.

·         Provide high quality interactive information technology programs and continue to increase student skill level in specialist areas and in classrooms.

Stimulating and Secure Learning Environment.

·         Continued implementation of the Restorative Practices Program

·         Use of strategies and approaches to reduce absenteeism.

·         Embedding of the You Can Do It Program across Years P-6

·         Through the participation in programs, focus on building relationships with students, particularly those students who appear not to be connected to school and teachers.

·         Provision of family counselling and support and even stronger links with outside agencies

·         Focus on preparing the students to move from one stage of learning to another through clear guidelines about the delivery of the curriculum across the school.

Accountability.

·         Rigorous use of performance data to inform the planning and development of learning programs and pedagogy.

·         Adopting the Assessment and Reporting Practices to meet the requirements for the adoption of VELS.

·         Investigate on-line testing

·         Establish baseline data for teacher assessment in interpersonal and personal skills in VELS.

·         Development and use of the school data base to support transition from one stage to the next to ensure ongoing and tracking and support for individual students.

·         Development of tracking approaches for specific cohorts and individual students.

Year 1 Achievement Milestones

Year 2 Achievement Milestones

Year 3 Achievement Milestones

Year 4 Achievement Milestones

Align school structures, practices and resources with the School Strategic Plan.

Alignment of curriculum with the requirements of the Victorian Essential Learning Standards including developing a Scope and Sequence for each domain.

A whole school focus on Reading Comprehension and comprehension teaching strategies incorporating the three level guide : literal, inferential and analytical.

Implement a whole school oral language program.

Development of the programs and practices to support the development of students’ listening, speaking and writing skills.

Teaching critical thinking skills in students in line with the Innovations and Excellence Cluster Scope and Sequence matrix.

Implement the PoLT program and reflection on the Principles of Learning and Teaching.

Ensure that learning and teaching policy and practice in Mathematics is coordinated on a whole school basis.

Teaching sequential numeracy skills from P – 6.

Establish baseline data for teacher assessment in Interpersonal and Personal Skills in VELS.

Embedding of the Early Years Numeracy practices across Years P-4

Use the Middle Years Numeracy Program as a basis for further developing the approaches to the learning and teaching of mathematics in Years 5-6.

Building on the success of the specialist program in ICT, to ensure that all teachers have the skills and knowledge to use in ICT in classroom programs.

Use of the performance and development culture approach to support purposeful teaching.

Provide teachers with the opportunity to reflect on how students learn and improve their own performance as teachers.

Access funding through the Teacher Professional Leave program so that designated teachers can look at practices at other schools and have the time to identify “best practice”

Develop a whole school professional development plan to link to individual needs, school priorities and improved student learning.

A stronger focus on the educational needs of students who are achieving below expected VELS standards.

A stronger focus on the educational needs of students who are achieving above expected VELS standards.

A whole school focus on gaining accreditation and the implementation of the School’s Performance and Development Culture.

A whole school focus on the implementation of the School’s Performance and Development Culture.

Leadership development at all levels to enable key people to provide essential leadership, particularly in the context of effective sub schools.

Develop greater family connectedness with the school.

Adopting Best Practice in creating a positive learning environment.

Provide high quality interactive information technology programs and continue to increase student skill level in specialist areas and in classrooms.

Continued implementation of the Restorative Practices Program

Use of strategies and approaches to reduce absenteeism.

Embedding of the You Can Do It Program across Years P-6

Through the participation in programs, focus on building relationships with students, particularly those students who appear not to be connected to school and teachers.

Provision of family counselling and support and even stronger links with outside agencies

Focus on preparing the students to move from one stage of learning to another through clear guidelines about the delivery of the curriculum across the school.

Rigorous use of performance data to inform the planning and development of learning programs and pedagogy.

Adopting the Assessment and Reporting Practices to meet the requirements for the adoption of VELS.

Investigate on-line testing

Development and use of the school data base to support transition from one stage to the next to ensure ongoing and tracking and support for individual students.

Investigate the options for the development of tracking approaches for specific cohorts and individual students.